Unit 2 Iconic Attractions Learning About Language Discover Useful Structures 教学设计-2025-2026学年高中英语人教版选择性必修第四册

Teaching and Learning Design Book4 Unit2 Iconic Attractions 教学设计 Period 4 Teaching and learning contents: Learning About Language—Reviewing useful structures Comprehensive teaching and learning objectives: By the end of this period, the students will have been able to: 1) Review the usage of the past participle and analyze the relationship between the logic subject and the past participle verb; 2) Practise using the past participle in contexts by completing some exercises. Teaching and learning important points: 1) Reviewing the usage of the past participle and analyzing the relationship between the logic subject and the past participle verb; 2) Practising using the past participle in contexts by completing some exercises. Teaching and learning difficult points: 1) Reviewing the usage of the past participle and analyzing the relationship between the logic subject and the past participle verb; 2) Practising using the past participle in contexts by completing some exercises. Teaching and learning procedure: Step 1 Leading in Activity 1 Leading in Lead in the teaching and learning topic by introducing the learning objectives of this period. Step 2 Reviewing useful structures Activity 2 Reviewing useful structures Get the students to read the grammar explanations by themselves in class, and underline the key points or the items that they have problems with. And then the teacher guides the students to review the grammar items and emphasize the key points. I 概念：过去分词是非谓语动词形式之一。过去分词保留着动词的部分特性，有完成或被动含义，可带状语构成过去分词短语。过去分词不能单独用作谓语，但可用于完成时态(have/had +动词过去分词)和被动语态(be+动词过去分词)中构成谓语。 II功能与用法 在句法功能上，过去分词(短语)与形容词或副词作用类似，在句子中可充当表语、定语、状语、宾补等成分。 1. 过去分词作表语。用在系动词(如be, get, become, look, feel, seem, remain等)后面，多表示主语的状态或状况，它体现的是形容词的特性。 e.g. After the author moved to London, he felt disappointed. 作者搬到伦敦后，他感到很失望。 If so, you may be surprised to learn that libraries have changed for the better. 如果是这样的话,你可能会惊讶地发现图书馆已经变得更好了。 注意：1)有的过去分词作表语，相当于形容词，且大部分已转化为形容词，常见的有：delighted, disappointed, discouraged, drunk, amused, astonished, puzzled, upset等。2)过去分词作表语与被动语态的区别：①过去分词作表语强调主语所处的状态；②动词的被动语态表示主语是动作的承受者，强调动作。 e.g. The novel, which is popular among readers, is well written. (过去分词作表语，表状态) 这部小说写得很好,深受读者欢迎。 History is written by the victors, and those victors set the standards for admission to the genius club. 历史是由胜利者书写的，而那些胜利者制定了进入天才俱乐部的标准。(被动语态，强调动作) 2. 过去分词作定语。 1) 意义：及物动词的过去分词表示被动或完成，不及物动词的过去分词作定语不表示被动，只表示完成。 2) 位置：单个的过去分词作定语时,通常放在被修饰词的前面，过去分词短语作定语时，通常放在被修饰词的后面，其作用相当于一个定语从句。 e.g. The activity organized by the club benefited us a lot. 由俱乐部组织的活动使我们受益匪浅。 The road was partially blocked by a fallen tree. 倒下的一棵树挡住了部分道路。 Approaching the vehicle, they saw that a woman was trying to get out of the broken window. 走近车辆时，他们看到一名女子正试图从破碎的车窗中爬出来。 Classic works, written by masters, present great thoughts through fascinating stories and language. 大师们写的经典作品通过引人入胜的故事和语言呈现出伟大的思想。 So would you please spare some time to review the draft script attached to this email and make necessary changes? 那么，你能抽出一些时间来审查这封电子邮件附带的脚本草案并做出必要的更改吗? 3. 过去分词作宾语补足语 1) 用法：过去分词作宾补，说明宾语的状态或性质，与宾语一起构成复合宾语，它前面的宾语就是其逻辑主语。过去分词作宾补时，其所表示的动作一定和宾语有逻辑上的动宾关系。作宾补的多是及物动词。三类接过去分词作宾补的动词，一是表示感觉或心理状态的动词。如：see, watch, observe, find, hear, feel, notice等；二是表示“致使”意义的使役动词。如：have, make, get, keep, leave等；三是表示“希望”“要求”意义的动词。如：like, order, want, wish, expect等，其结构为“及物动词+宾语+(to be)+过去分词”。 e.g. She saw the thief caught by the policemen. 她看见小偷被警察抓住了。 As she reached Antarctica, she found herself greeted by a group of little penguins longing to say hello. 当她到达南极洲时，她发现一群渴望打招呼的小企鹅迎接了她。 The world won’t come to an end in most cases just because you left a few things undone. 在大多数情况下，世界不会因为你留下了一些未完成的事情而结束。 I wish my homework (to be) finished before five o’clock. 我希望在5点前完成我的作业。 2)“with/without+宾语+宾语补足语”结构。 e.g. With the key lost, he had to wait outside the door. 由于钥匙丢了，他只好在门外等。 3) “have+宾语+过去分词”的三种含义：表示“让某人做某事”、完成或解决某事(主语可能参与其中)、表示“遭遇某种不幸或受到打击”。 e.g. My computer was out of order, so I had it repaired yesterday. 我的电脑坏了,所以我昨天找人把它修好了。 Last week, the park had some trees planted. 上周，公园里栽了一些树。 He had his wallet stolen. 他的钱包被偷了。 4. 过去分词作状语 过去分词作状语，修饰谓语动词，进一步说明谓语动词的动作和状态，其逻辑主语就是句子的主语，且主语是过去分词动作的承受者。过去分词作状语时,可单独使用,也可以在其前面加上适当的连词(when, while, if, once, unless, although等),可表示时间、原因、条件、让步、伴随、方式等。 1)表示时间,可转换为when, while或after等引导的时间状语从句。 e.g. First announced in April, 2016, the tax which applies to soft drinks containing more than 5g of sugar per 100 ml, was introduced to help reduce childhood obesity. →When it was first announced in April, 2016, the tax which applies to soft drinks containing more than 5g of sugar per 100 ml, was introduced to help reduce childhood obesity. 当该税于2016年4月首次宣布时，就适用于每100毫升含糖量超过5克的软饮料，旨在帮助减少儿童肥胖。 2) 表示原因,可转换为as，since或because等引导的原因状语从句。 e.g. Amazed at how skilful they were, I determined to be just as good. →Because I was amazed at how skilful they were, I determined to be just as good. 惊诧于他们的熟练程度，我决心要像他们一样好。 3) 表示条件，可转换为if，once或unless等引导的条件状语从句。 e.g. Not well organized, the meeting will be a failure. →If it isn’t well organized, the meeting will be a failure. 如果会议组织得不好，会议就会失败。 4) 表示让步，可转换为although，though或even if等引导的让步状语从句。 e.g. Exhausted, the premier kept dealing with political problems until midnight. →Although/Though he was exhausted, the premier kept dealing with political problems until midnight. 尽管疲惫不堪，总理还是继续处理政治问题直到深夜。 5）表示方式或伴随情况。作方式状语时，如有连词as if，可转换为as if引导的方式状语从句；若无连词，则转换为并列结构。作伴随状语时，一般转换为并列结构。 e.g. The scientist came in, followed by her assistant. →The scientist came in and she was followed by her assistant. 科学家进来了，后面跟着她的助手。 6）连词+过去分词：过去分词作时间、条件或让步状语时，为了明确其意义有时可在过去分词前加上when，while，if，once，unless，although等连词，相当于状语从句的省略。 e.g. The rich ideas in our minds seem very thin and plain when first written down. 我们脑海中丰富的想法在第一次写下来时显得非常单薄和平淡。 注意：有些过去分词因为来源于系表结构，作状语时不表示被动而表示状态。这样的过去分词及短语常见的有：lost (迷路)，seated (坐)，hidden (躲)，stationed (驻扎)，lost/absorbed in (沉溺于)，born (出生)，dressed in (穿着)，tired of (厌烦)。 e.g. Meanwhile, Henry was just nearby, absorbed in working on a complicated rope knot as usual. 与此同时，亨利就在附近，像往常一样全神贯注地处理一个复杂的绳结。 Step 3 Using the structures Activity 3 Using the structures (exercises in the textbook) 1. Work in groups and read the text again to find as many examples of past participles as possible. Then discuss whether each past participle functions as an attribute, adverbial, predicative, or object complement. Answers: I’m more interested in meeting people... ( interested /predicative) ..like the Chinese-inspired dim sim. ( Chinese-inspired /attributive) Most of their musical instruments are really just sticks found on the ground, called the didgeridoo.( found /attributive; called /attributive) A skilled player can play for a long time...(skilled / attributive) …but after trying for hours, I was convinced that I could never make a musical sound with this instrument! (convinced /predicative) ...my biggest impression is the complicated mix of peoples and cultures...( complicated / attributive) ...with many of the new cultural influences contributed by immigrants. (contributed /object complement) ...nearly half of all Australian citizens were either born overseas or have parents who were born overseas. (born /predicative) 2. Fill in the blanks with the help of the beginning letters. Then rewrite the sentences without using past participles and recognise the difference. Answers: 1) Described as “the home of golf”, Scotland is a perfect destination for a relaxing holiday. (作状语) →Since Scotland is described as “the home of golf”. Scotland is a perfect destination for a relaxing holiday. 2) Cuba is just south of America, separated from it only by the Straits of Florida. It is a country known for its exciting music and dancing. (作定语) →Cuba is just south of America and is separated from it only by the Straits of Florida. It is a country famous for its exciting music and dancing. 3) With many parts of the world not mapped yet, researchers have begun a project that involves travelling around the world and taking sample photographs. (作宾补) →Because many parts of the world have not been mapped, researchers have begun a project that involves travelling around the world and taking sample photographs. 4) Introduced by the first European settlers to Australia, the Sunday roast is now considered typical Australian food. (作状语) →Although it was introduced by the first European settlers to Australia, the Sunday roast is now considered typical Australian food. 5) Exposed to the freezing weather, many brave tourists and scientists still choose to visit Antarctica. (作状语) →Though they will be exposed to the freezing weather, many brave tourists and scientists still choose to visit Antarctica. 6) Influenced by Chinese culture, many capital cities now have Chinatowns which are in themselves popular tourist attractions. (作状语) →Because they are influenced by Chinese culture, many capital cities now have Chinatowns which are in themselves popular tourist attractions. 3. Read the passage about the history of the Eiffel Tower before it was considered an iconic attraction. The text contains quite a few verb form mistakes. Correct the mistakes on your own. Then compare your corrections with a partner to check the answers. And then read it to reconstruct the text. Answers: The Eiffel Tower is the most famous landmark in France, and one of the most visiting (→visited) monuments in the world. But it wasn’t always so popular. In fact, in 1886, just after its construction was first propose(→proposed), many were strongly against it. At that time, it would have been the tallest building in the world, and many claim (→claimed) it would destroy the skyline of Paris, or perhaps even destroy some historic landmarks. The chief engineer, Gustave Eiffel, replied say (→saying) that such a large monument was necessary to symbolise the great efforts of the French people as well as the great advancements in modern engineering, industry, and science. The next year, Eiffel gains (→gained) approval and the tower was built in time to celebrate the 1889 World Fair in Paris. If you look carefully at the tower, you can still see the names of the 72 scientists, engineers, and mathematicians who help (→helped) in its construction. Originally, the tower was planned to be taken down after 20 years, but it proved to be too useful as a communications tower, not to mention a giant advertisement board, before finally becomes (→becoming)the iconic attraction that we all know today. Activity 4 Using the structures (exercises in the reference book) Complete the grammar exercises in the reference book and check the answers. Step 4 Evaluation and summary Activity 5 Self-evaluation Guide the students to reflect on their learning of this period by considering the following aspects. 1. How is your mastery of the functions and usage of the past participle? (Good/Fairly good/Moderate/Just so so/Poor) 2. What are your problems with this grammar item—the functions and usage of the past participle? Activity 6 Summary (The teacher) Guide the students to summarize the usages of the past participle. Homework: 1. Complete the (grammar) exercises in RB and TB. 2. Read the grammar explanations in reference book to consolidate the grammar rules. 学科网（北京）股份有限公司 $